PROGRAMACION WELL DONE - Microsoftpearsonespana.blob.core.windows.net/books/My Little... · Web...

Teaching Programme

My Little Island 2

Pre-Primary Education__________________

Modern Foreign LanguagesEnglish

Teaching Programme – My Little Island 2 1

Unit 1 - Welcome TOPICGreetings, goodbyes.

1. OBJECTIVES To meet characters. To learn basic classroom instructions. To learn greetings. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To review the language structure: Hello, Hi, I’m (Billy). To learn and practise the new language structure: What’s your name?, My

name is (Billy). To learn the colours black, grey and white. To review colours, numbers and shapes. To review the prepositions of location, in, on, under. To practise new language by listening and speaking. To review vocabulary from Level 1. To review and show understanding of unit vocabulary and language structures. To establish learner-friendly routines.

2. CONTENTS2.1 Active Language (Vocabulary)New: Billy, Lilly, black, grey, white. Review: Sammy; circle, square, triangle; numbers 1–5; blue, brown, green, orange, pink, purple, red, yellow; book, chair, crayon, pencil, table; bed, clock, door, lamp, toy box, window; ball, blocks, doll, kite, puzzle, teddy bear; ears, eyes, face, hair, mouth, nose; cake, cheese, juice, milk, water, yogurt; baby, brother, dad, mum, sister; bird, cat, dog, fish, mouse, turtle.TPR: Clap, climb, colour, jump, look around, look up, make a circle, point, run, show fingers, touch knee.

2.2 Communicative StructuresWhat’s your name?, My name is (Billy).

2.3 Phonics

2.4 Songs and ChantsWhat’s Your Name? In The Playground Chant The Duck Is White ChantCount to 5 Chant Look at the Colours

2.5 Story


2.6 Cross-curricular ConnectionsArtMake a shape mobile, draw a room, trace pictures, colour pictures, create a self-portraitMathsReview numbers and shapes from Level 1, count to 5, take a survey.Music and movement Sing, chant and move to music.

3. ACTIVITIESLesson 1 (Presentation) Getting ready: Look at the Map Poster and remember it. Play the Hello song

using the Sammy the Squirrel puppet. Working in the book: Introducing the book and the new characters

(Billy/Lilly).Present vocabulary (PB p.4). Listen and sing the song “What’s Your Name?”. Move and do the actions (PB p.

4). Consolidating activity: Act It Out. Karaoke.Lesson 2 (Learn and review colours) Getting ready: Play a Hello Game with TPR and the language for greetings.

Display the Poster and practise shapes and colours with it. Working in the book: Listen In the Playground chant and colour. Play The Duck

is White chant and point to colours (PB p.5). Consolidating activities: Pass the Crayon. Goodbye Song. Activity Book p. 4Lesson 3 (Review numbers 1-5 and shapes) Getting ready: Display the Poster and practise shapes and colours with it.

Review numbers 1-5. Working in the book: Listen and sing the Count to 5 chant. Trace the shapes,

count them and say the number (PB p.6). Consolidating activities: Bowling. Make a Shape Mobile. Activity Book p. 5Lesson 4 (Review classroom objects and colours) Getting ready: Touch (Green) in the classroom when the music stop. Review

classroom objects. Working in the book: Listen and sing the song Look at the Colours, colour the

classroom objects to match their balloons. Say It’s a pencil. It’s yellow (PB p.7). Consolidating activities: I Spy. Thumbs-Up or Thumbs-Down. Activity Book p. 6Lesson 5 (Review room objects) Getting ready: Review the Song Look at the Colours. Show the Poster and Share

What You Know. Review Room Objects with TPR. Working in the book: Match the room objects with the picture and say the

names (PB p.8). Consolidating activities: Draw Your Room. Guess the Word. Activity Book p. 7Lesson 6 (Review counting 1-5 and toys) Getting ready: Review toys with TPR. Play 1,2, Clap, 4,5 in a circle. Working in the book: Count the toys and match them with the numbers (PB p9) Consolidating activities: Get in order. Circle Game. Activity Book p. 8Lesson 7 (Review parts of the face) Getting ready: Group game. Review the parts of the face. Working in the book: Trace and colour the face and say the parts (PB p.10) Consolidating activities: Self-Portrait Collage. I Tricked Yu!. Activity Book p. 9


Lesson 8 (Review food items and family members) Getting ready: Talk about family. I like food. Matching Game. Working in the book: Listen and match the food items at the bottom of the page

with the picture (PB p.11). Consolidating activities: Take a Survey. Make a Home Connection. Activity Book

p. 10.Lesson 9 (Review animals and colour) Getting ready: Review animals with TPR. Move like an animal. Working in the book: Listen and colour the animals with the appropriate colour

(PB p.12). Consolidating activities: Animal Treasure Hunt. Charades. Lesson 10 (Review animals and preposition of location) Getting ready: Animal March. Review Prepositions in, on, under. Working in the book: Listen and match the animal to the correct picture. Sin the

song : “In, on, under”(PB p.13) Consolidating activities: Pass and Place. Hide-and-Seek. Activity Book p. 11.

4. ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES CD-ROM: Take the CD-ROM home to show their families what they are

learning about. ACTIVE TEACH Activity Book, p. 4-11 Sammy the Squirrel puppet. Games Consolidating activities for each unit in the TB

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy When students get to know and identify the characters in the book, they will

also form an idea of themselves. Routines learnt in class will help them act with certain autonomy, thus

enhancing their self-confidence and self-esteem. This will also boost the spirit of collaboration and group respect. Children are encouraged to listen to each other, respect different opinions and value the work of others.

Music and movement provide opportunities for children to move and gesture along with the music and learn to know themselves (Sing and chant, dance and move.

Children use TPR exercises to understand language (Total Physical Response) and for a better self-knowledge of his body.

5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; meeting new people at

school and knowing the characters (Billy and Lilly). Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art(Make a shape mobile, draw a room, trace pictures, colour pictures, create a self-portrait)Maths(Review numbers and shapes from Level 1, count to 5, take a survey).Music and movement (Sing, chant and move to music).


5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Understand basic classroom instructions. Understand vocabulary, language structures and prepositions from Level 1. Understand basic TPR movements. Sing songs and chants with TPR (Artistic language). Join in games and interact with other children. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop pre-reading and prewriting skills: Talk about the characters. Practise fine motor skills in appropriate activities. Draw, colour and trace.

6. ASSESSMENTBecause children are just starting their learning process, assessment during the first year can be based on the direct observation of their development.

Assessment CriteriaClass Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/rhymes Tries to take part in songs/rhymes (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them Answers instructions verbally and nonverbally Recognizes key vocabulary of the unit and starts saying it in English

Attitude and General Remarks Shows interest in learning Makes an effort Participates Is self-confident in class Respects class routines and rules Develops gross motor skills Develops fine motor skills Cooperates with classmates Listens to classmates Respects speaking turns


Unit 2 – My class

TOPICThe school.

1. OBJECTIVES To learn classroom vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure Is it a (pen)? / Yes, it is. / No,

it isn’t. To learn how to produce the sounds that p and t stand for at the beginning of

words. To review colours, numbers, and shapes. To learn a new shape (rectangle). To learn the value of putting things away. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: Backpack, computer, markers, notebook, pen, scissors; rectangle.Review: pencil, tree, turtle; black, blue, brown, grey, green, orange, pink, red,

white, yellow; numbers 1-5, circle, square, triangle; school vocabulary; toys.TPR: carry, clap, cut, draw, stamp, stretch, arms, trace a rectangle in the air, type,wiggle hands, write, write a letter in the air.

2.2 Communicative Structures Is it a (pen)? / Yes, it is. / No, it isn’t.

2.3 Phonics Practise recognizing sound-symbol correspondences: initial p /p/ and t /t/. Recognize the letters p and t.

2.4 Songs and Chants At My School P Sounds Like Puh Chant and T Sounds Like Tuh Chant It’s a Rectangle Chant Put Things Away Chant

2.5 Story“What is it?”


2.6 Cross-curricular ConnectionsArtDraw, trace, colour, decorate a notebook.Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (p, t).MathsReview shapes, trace and find rectangles, count to 5.Music and movementSing and chant, dance and move.ValuesLearn the value of putting things away.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Look at the Map Poster. Share What You Know. Warm Up with

TPR from unit 1 Working in the book: Introduce vocabulary with the Flashcards and repeat the

words. Listen and sing the song “At My School” and move, doing the actions (PB p. 14).

Consolidating activities: TPR March.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “ At My School”. Prepare for the Activity. Working in the book: Listen to the audio and tick the pictures as they hear the

words (PB p. 15). Consolidating activities: Mystery Bag. What’s Missing?. Make a Home

Connection. Activity Book, page 12.Lesson 3 (Story) Getting ready: Reinforce literacy concepts. Introduce the story. Working in the book: Look and listen to the story (“What Is It?”). Act it out.

Present and practise a new language structure: Is it a (pen)?, Yes, it is/No, it isn’t. Listen to the intonation (PB p.16-17).

Consolidating activities: Role-play the story. Make a Home Connection. Activity Book page 13.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity with the flashcards. Working in the book: Listen and trace the correct object (classroom objects)

with a circle. Practise the new structure Is it a book?. Review colours (PB p. 18). Consolidating activities: Guessing game. Play “Sammy Says”.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Pass the card. Practise Intonation. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue for the items they colour in the book (PB p. 19). Consolidating activities: Focus on Pronunciation. Draw a classroom. Make a

Home Connection. Go to PB p. 86 and T86 (Phonics) for the presentation and work on the /p/ and /t/ sounds and letters. Activity Book page 15.

Lesson 6 (CLIC) Getting ready: Secret Actions TPR activity. Shape Treasure. Introduce the shape

(rectangle). Working in the book: Listen to and say a chant (It’s a Rectangle Chant). Trace

and count the rectangles on the page (PB p. 20). Consolidating activities: Musical Shapes. Pass the Shape. Activity Book page 17.


Lesson 7 (A values lesson) Getting ready: Introduce putting things away. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Put Things Away Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 21).

Consolidating activities: Act It Out. Classroom Clean-Up. Activity Book page 17.Lesson 8 (Review/Assessment). Getting ready: Sing and move. Flashcard memory game. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. Use the reward sticker (PB p. 30). Art project: Decorated notebooks. Consolidating activities: Steal the Backpack!. Activity Book page 24.


learning about. Active Teach. Activity Book, p. 12-17 Games. Consolidating activities in each unit, TB. Extra Practise (Speaking); SB page 87 and T87.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy The school is the perfect place for children to learn about themselves and help

to build certain autonomy. The aim is for students to form an accurate and positive self-image through

their interaction with others and the gradual identification of their own traits, possibilities and limitations, thus developing feelings of self-esteem and personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the school. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Draw, trace, colour, decorate a notebook)Maths (Review shapes, trace and find rectangles, count to 5)Music and movement (Sing and chant, dance and move)

A values lesson guides young children to think about themselves and how they interact with others (Values: Putting things away).

By learning to relate to people (at school), children internalize social norms of behaviour and adjust their own conduct to them.


5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognize intonation. Use short, simple answers to questions. Understand a new language structure. Follow a picture story (Artistic language). Make predictions using pictures. Sing songs and chants with TPR (Artistic language). Join in games and interact. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop pre-reading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.


Assessment CriteriaClass Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts

saying it in English (Review/Assessment Lesson).Attitude and General Remarks Shows interest in learning Makes an effort Participates Is self-confident in class Respects class routines and rules Develops gross motor skills Develops fine motor skills Cooperates with classmates Listens to classmates Respects speaking turns


Unit 3 – My family

TOPICThe family

1. OBJECTIVES To learn family vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: Who’s (she /he)? (She’s /

He’s) my (grandma /grandpa). / Who’s (the baby)? /It’s (me). To recognize and produce the sounds that m and s stand for at the beginning

of words. To review colours, numbers and shapes. To learn a new shape (star). To learn the value of helping your family. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: aunt, cousin, grandma, grandpa, pet, uncle; starReview: baby, mum; sun; black, blue, brown, grey, green, orange, red, yellow; circle, rectangle, square, triangle; numbers 1–5TRR: clap, giggle, hop, stamp, stop, stretch arms, tap, trace a star in the air, wiggle hands, write (letters) in the air

2.2 Communicative Structures Who’s (she /he)? (She’s / He’s) my (grandma /grandpa). / Who’s (the baby)? /It’s

(me).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial m /m/ and s /s/ Recognize the letters m and s.

2.4 Songs and ChantsThe Family Dance M Sounds Like Muh Chant and S Sounds Like Suh Chant It’s a Star Chant Helping Chant

2.5 Story“Who Is It?”


2.6 Cross-curricular ConnectionsArtDraw a family, make a star badge. Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (m,s).MathsMake a pet graph, trace and look for stars, count to 5.Music and movementSing, chant and move to music.

ValuesLearn the value of helping your family.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Talk about Billy’s family. Share what you know. Working in the book: Introduce vocabulary with the Flashcards (Family

vocabulary) and repeat the words. Listen and sing the song “The Family Dance” and move, doing the actions (PB p. 22).

Consolidating activities: Guess Who I am. Stick the Circle on the Family.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “The Family Dance”. Billy’s Family Tree. Working in the book: Listen to the audio and tick the pictures as they hear the

words (PB p. 23). Consolidating activities: Who’s missing?. Pet Graph. Make a Home Connection.

Activity Book, page 18.Lesson 3 (Story) Getting ready: Introduce he and she. Talk about Family Pictures. Introduce the

story. Working in the book: Look and listen to the story (“Who is it?”). Act it out.

Present and practise a new language structure: Who’s (she)? /(She’s) my (grandma). / Who’s (the baby)? / It’s (me). Listen to the intonation (PB p.24-25).

Consolidating activities: Act It Out. Family Drawing. Make a Home Connection. Activity Book page 19.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Share drawings and photos. Working in the book: Listen and match the silhouettes to the photos (Family

members) by drawing a line from one to the other. Practise the new structure Who’s (she /he)? (She’s / He’s) my (grandma /grandpa) (PB p. 26).

Consolidating activities: Noughts and Crosses. Clap, Clap, Hop. Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Revisit the story. Pass the crayons. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue for frames they colour in the book: Who’s she? (She’s my aunt) (PB p. 27).

Consolidating activities: Flashcard concentration. Focus on pronunciation. Who is it?. Go to PB p. 88 and T88 (Phonics) for the presentation and work on the /s/ and /m/ sounds and letters. Activity Book page 20 and 21.

Lesson 6 (CLIC) Getting ready: Introduce the shape (star). Working in the book: Listen to and say a chant (It’s a Star Chant). Trace and

count the stars on the page (PB p. 28). Consolidating activities: Draw a Shape. Group Shapes. Activity Book page 22.


Lesson 7 (A values lesson) Getting ready: Pop-up Shapes. Introduce helping your family. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Helping Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 29).

Consolidating activities: Act It Out. Thumbs-up or Thumbs-Down Review. Activity Book page 23.

Lesson 8 (Review/Assessment). Getting ready: Sing and move. Flashcard practice. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. Use the reward sticker (PB p. 31). Art project: Make a Star Badge. Consolidating activities: Freeze Dance. Activity Book page 25.


learning about. Active Teach. Activity Book, p. 18-25. Games. Consolidating activities in each unit, TB. Extra Practice (Speaking); PB page 89 and T89.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS

5.1 Self-knowledge and Personal Autonomy Children start to be more autonomous if they can help at home with little jobs

like making the bed, tidying up the toys and this develops feelings of self-esteem and personal autonomy.

Through stories, children learn to identify and express their own feelings and emotions, needs or preferences and to be able to express and communicate them to other people, identifying and respecting those of others as well. Oxford Playschool stories help students learn how to express their feelings and emotions. The story’s characters will face problems that are common at their age and solve them together.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the family. In this unit, children observe and explore their environment actively (their

family and its members), thus finding it easier to become part of it and getting closer to know the world around them.

Children learn to enjoy the language and develop a positive attitude towards the English language, learning at the same time other subjects:

Art (Draw a family, make a star badge).Maths(Make a pet graph, trace and colour for stars, count to 5).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: the value of helping your family).

By learning to relate to others (at school and with their families), children internalize social behaviour norms and adapt their conduct to them.

5.3 Languages: Communication and Representation


Oral language is especially relevant as a learning tool. Children learn to: Recognize intonation. Use short, simple answers to questions. Understand a new language structure. Follow a picture story (Artistic language). Make predictions using pictures. Sing songs and chants with TPR (Artistic language). Join in games and interact. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.

Children develop pre-reading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.



saying it in English (Review/Assessment Lesson).



Unit 4 – Play time!

TOPICActivities, toys and games.

1. OBJECTIVES To learn play time vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure Is it (yellow)? /Yes, it is. / No,

it isn’t. To review the language structures What is it? / It’s a car. To practise sound-symbol correspondences: r /r/, b /b/. To recognize and produce the sounds that r and b stand for at the beginning of

the words. To write the letters r and b. To review colours, numbers, and shapes. To learn how to count to 6. To learn the value of sharing. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: bike, boat, car, paints, puppet, train; number 6.TPR: clap, kick, painting actions, show fingers, stretch arms, talk with hands, touch a knee, wave, write (letters) in the air.Review: backpack, book; rain; black, blue, brown, grey, green, red, yellow; rectangle; numbers 1-5; toys.

2.2 Communicative Structures Is it (yellow)? /Yes, it is. / No, it isn’t.

2.3 Phonics Practise recognizing sound-symbol correspondences: initial r /r/ and b /b/. Recognize the letters r and b

2.4 Songs and ChantsIt’s Play Time!R Sounds Like Ruh Chant and B Sounds Like Buh Chant Count to 6 Chant Please Share Chant

2.5 Story“Where’s My Toy?”:


2.6 Cross-curricular ConnectionsArtMake a boat that floats. Trace, draw, colour, draw a toy.Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (r,b)MathsPractise patterns, count to 6.

Music and movementSing, chant and move to music.ValuesLearn the value of sharing(Please share).

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Look at the Map Poster. Share What You Know. Working in the book: Introduce vocabulary with the Flashcards and repeat the

words (toys). Listen and sing the song “It’s Play Time” and move, doing the actions (PB p. 32).

Consolidating activities: Karaoke. My favourite Toy.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “It’s Play Time”. Pass the cards. Working in the book: Listen to the audio and tick the pictures as they hear the

toy words(PB p. 33). Consolidating activities: Secret box. Peek-a-Boo Flashcards. Make a Home

Connection. Activity Book, page 26.Lesson 3 (Story) Getting ready: Colour Patterns. Introduce the story. Working in the book: Look and listen to the story (“Where’s My Toy?”). Act it

out. Present and practise a new language structure: Is it (yellow)? /Yes, it is. / No, it isn’t. (PB p.34-35).

Consolidating activities: Act It Out. Activity Book page 27.Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Review prepositions. Which one?. Working in the book: Listen and trace the correct object (toys) with a circle.

Practise the new structure: What is it?, It’s (yellow) (PB p. 36). Consolidating activities: Play I spy. Let’s move!.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Play Hide-and-seek toys. Guessing game. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue (Is it red?, Yes, it is. It’s the car!)for the items they colour in the book (toys) (PB p.37).

Consolidating activities: Race together. Focus on Pronunciation. Go to PB p. 90 and T90 (Phonics) for the presentation and work on the /r/ and /b/ sounds and letters. Activity Book page 28 and 29.

Lesson 6 (CLIC) Getting ready: Introduce the number 6. Prepare for the activity. Working in the book: Listen to and say a chant (Count to 6 Chant). Count and

match the numbers to the items (toys) (PB p. 38). Consolidating activities: Practise How many? Bag part 1 and 2. Activity Book

page 30.


Lesson 7 (A values lesson) Getting ready: Draw and count… and share!. Introduce sharing. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Please share Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 39).

Consolidating activities: Act It Out. Classroom Values. Make a home connection. Activity Book page 31.

Lesson 8 (Review/Assessment). Getting ready: Sing and Move. Play a Review Game. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 48). Use the Reward Sticker. Science Project: Make a boat that floats. Consolidating activities: Toy Treasure Hunt. Activity Book page 38.


learning about. Active Teach. Activity Book, p. 26-31 Games Consolidating activities in each unit, TB. Extra Practice (Speaking); PB page 91 and T91.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Through the activities in this unit, children learn to interact with the others, to

share and work with their classmates and to respect turns when playing or asking questions to the teacher. This will create a positive and accurate image of themselves.

Children make progress in acquiring habits and attitudes related to safety, hygiene and health: for example, taking care of friends and the importance of playing safely and increasing their interest in outdoor activities.



5.2 Physical, Natural, Social and Cultural Realms Children observe and explore their environment actively, as well as the objects

and materials available there, how they work and how they are used on a daily basis. They also learn about their position in space as well as the position of objects, about relative positions and movement.

Children also learn to interact with the others, in a way that gets more balanced and satisfactory each time, gradually internalizing social behaviour rules and adapting their behaviour to them. Through playing, they will develop coexistence routines, as well as to ask for things politely, to share the class material and to collaborate with the group.


Art (Make a boat that floats. Trace, draw, colour, draw a toy).Maths (Practise patterns, count to 6).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Sharing).

5.3 Languages: Communication and Representation


Oral language is especially relevant as a learning tool. Children learn to: Recognize intonation. Use short, simple answers to questions. Understand a new language structure. Follow a picture story (Artistic language). Make predictions using pictures. Sing songs and chants with TPR (Artistic language). Join in games and interact. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.







Unit 5 – My houseTOPICThe house and the rooms

1. OBJECTIVES To learn house/home vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: Where’s (Mum) and (She’s)

in the (kitchen). To recognize and produce the sounds that l and k stand for at the beginning of

words. To recognize the letters l and k. To review the preposition under. To review colours and numbers. To learn how to count to 7. To learn the value of being careful. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: bathroom, bedroom, dining room, house, kitchen, living room; with; number 7Review: numbers 1–6; book; in, under; family members; pets; colours; room words; toys; food wordsTPR: clap, kick in the air, point, pretend to play piano, show fingers, stamp, touch knee, write (letters) in the air.

2.2 Communicative structures Where’s (Mum) and (She’s) in the (kitchen).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial l /l/ and k /k/. Recognize the letters l and k.

2.4 Songs and ChantsIn My House L Sounds Like Luh Chant and K Sounds Like Kuh Chant Count to 7 Chant Be Careful Chant

2.5 Story“In the Bedroom”

2.6 Cross-curricular ConnectionsArtDraw and make a poster about houses.Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (l, k)


MathsCount to 7, estimate. Music and movementSing, chant and move to music.ValuesTo learn the value of being careful.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Share What You Know. Working in the book: Introduce vocabulary with the Flashcards and repeat the

words (house/home vocabulary). Listen and sing the song “In my house” and move, doing the actions (PB p. 40).

Consolidating activities: Charades. Karaoke.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “ In my house”. Clapping Hints. Working in the book: Listen to the audio and tick the pictures as they hear the

words (PB p. 41). Consolidating activities: Draw Your Home. TPR March. Make a Home

Connection. Activity Book, page 32.Lesson 3 (Story) Getting ready: Where’s the circle? With the flashcards. Working in the book: Look and listen to the story (“In my bedroom”). Act it out.

Present and practise a new language structure: Where’s (Mum)?(She’s) in the (kitchen). Listen to the intonation (PB p.42-43).

Consolidating activities: Act It Out. Where’s Sammy?. Activity Book page 33.Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Play “Telephone” to review vocabulary. Working in the book: Listen to questions and answers and circle pictures based

on what they hear (rooms in a house). Practise the new structure Where’s the (car). It’s in the (living room). (PB p. 44).

Consolidating activities: Draw and ask review. Common Colour.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Silly card game to practice vocabulary and structures. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue (Where’s the cake?, It’s in the kitchen) for the items they colour in the book (PB p.45).

Consolidating activities: Focus on Pronunciation. Make a Home Connection. Go to PB p. 92 and T92 (Phonics) for the presentation and work on the /l/ and /k/ sounds and letters. Activity Book page 34.

Lesson 6 (CLIC: Count from 1 to 7). Getting ready: Introduce the number 7. Prepare for the activity. Working in the book: Listen to and say a chant (Count to 7 Chant). Count the

numbers of the same objects in a picture and circle the right one. (PB p. 46). Consolidating activities: Compare the Bags 1 and 2. Activity Book page 36.Lesson 7 (A values lesson) Getting ready: 1,2,3 Jump! Practising counting to 7. Introduce being careful. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Be Careful Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 47).

Consolidating activities: Act It Out. What Do I Say?. Activity Book page 37.


Lesson 8 (Review/Assessment). Getting ready: Sing and Move. Picture Card Memory Game. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 49). Social Studies Project: Houses Poster. Consolidating activities: Imaginary Walk. Activity Book page 39.


learning about. Active Teach. Activity Book, p. 32-39. Games Consolidating activities in each unit, TB. Extra Practice: PB page 93 and T93.


5.1 Self-knowledge and Personal Autonomy Children start to be more autonomous if they can help at home with little jobs

like making the bed, tidying up the toys and this develops feelings of self-esteem and personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the house. Children observe and explore their environment actively, as well as the objects

and materials available there, how they work and how they are used on a daily basis. They also learn about their position in space as well as the position of objects, about relative positions and movement.


Art (Draw and make a poster about houses).Maths (Count to 7, estimate).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Be careful).

By learning to relate to people (at home), children internalize social norms of behaviour and adjust their own conduct to them.


Unit 6 - My BodyTOPICThe body

1. OBJECTIVES To learn new body vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the language structure: Where’ your (head)? / This is my

(head). / Where are your (legs)? / These are my (legs). / How many (legs)? To practise sound-symbol correspondences: n /n/, f /f/. To recognise and produce the sound that n and f stand for at the beginning of

words. To recognize the letter n and f. To review names of parts of the body, colours, and numbers 1-7. To learn to count to 8. To learn the value of washing your hands. To practise the new language by listening and speaking. To learn and review unit vocabulary and language structures

2. CONTENTS2.1 Active Language (Vocabulary)New: Arms, body feet, hands, head, legs; number 8, Review: ears, eyes, face, hair, mouth, nose; flower, nest; blue, grey, green, orange, red, yellow; numbers 1-7.TPR: Clap, dance, kick, nod, pretend to wash hands, pull strings, shake arms, show (3) fingers, stamp, straighten leg, stretch, tap, touch a knee, wiggle hands, write (letters) in the air

2.2 Communicative Structures Where’ your (head)? / This is my (head). / Where are your (legs)? / These are my

(legs). / How many (legs)?

2.3 Phonics Practise recognizing sound-symbol correspondences: initial n/n/ and f/f/. Recognize the letters n and f.

2.4 Songs and Chants Watch Me Dance. N Sounds Like Nuh and F Sounds Like Fun Chant. Count to 8 Chant. Wash Your Hands Chant

2.5 Story“Billy the Robot”.

2.6 Cross-curricular ConnectionsArtMake a fitness poster and a silly creature.


Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (n,f).MathsCount to 8, How many (legs)?Music and movementSing, chant and move to music.ValuesLearn the value of washing your hands.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Share What You Know. Talk about Puppets. Working in the book: Introduce vocabulary with the Flashcards and repeat the

words (Body vocabulary). Listen and sing the song “Watch Me Dance” and move, doing the actions (PB p. 50).

Consolidating activities: Play Sammy Says.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “ Watch Me Dance”. One or Two to name and

count parts of the body. Working in the book: Listen to the audio and tick the pictures as they hear the

words (Body vocabulary) (PB p. 51). Consolidating activities: Hokey-Cokey. Pin the Feet on the Puppet. Make a

Home Connection. Activity Book, page 40.Lesson 3 (Story) Getting ready: To talk about costumes. Introduce the story. Working in the book: Look and listen to the story (“Billy the Robot”). Act it out.

Present and practise a new language structure: Where’ your (head)? / This is my (head). / Where are your (legs)? / These are my (legs). / How many (legs)?. Listen to the intonation (PB p.52-53).

Consolidating activities: Act It Out. Focus on Language Structures. Activity Book page 41

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity with the flashcards. Working in the book: Listen and colour the body parts based on what they hear.

Practise the new structure: This is my (hair)/These are my (eyes). Review face parts and colours. (PB p.54).

Consolidating activities: Listen and Colour in Pairs. Clap, Clap, Hop.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Review Colours and Numbers. Prepare for the activity. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue for the items they colour in the book (These are the legs, They’re blue) (PB p. 55).

Consolidating activities: Focus on Pronunciation. Six Times TPR. Go to PB p. 94 and T94 (Phonics) for the presentation and work on the /n/ and /f/ sounds and letters. Activity Book page 42 and 43.

Lesson 6 (CLIC: Count 1-8). Getting ready: Introduce the number 8. Silly Creature to practice How many? Working in the book: Listen to and say a chant (Count to 8 Chant). Count the

legs of the animals, focusing on the Lilly’s speech bubble: How many legs? (PB p. 56).

Consolidating activities: How Many Eyes?. TPR Game by Number. Activity Book page 44.


Lesson 7 (A values lesson) Getting ready: Six Times TPR. Introduce Washing Your Hands. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Wash Your Hands Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 57).

Consolidating activities: Act It Out. Hand Washing Song. Activity Book page 45.

Lesson 8 (Review/Assessment). Getting ready: Sing and move. Language structure review. Working in the book: Stick the stickers and say the words. Listen and circle

each body part as it is named. Use the Reward Sticker(PB p. 66). Science Project: A Fitness Poster. Consolidating activities: Freeze Dance. Activity Book page 52.


learning about. Active Teach. Activity Book, p. 40-45 Games Consolidating activities in each unit, TB. Extra Practice: PB page 95 and T95.


5.1 Self-knowledge and Personal Autonomy Children get to know their body, its parts and some of its functions, thus

discovering action and expression possibilities and coordinating and improving their coordination and control over expressions and movements. They gradually acknowledge their body scheme and acquire a growing control over their body, thus showing self-confidence and respect towards others. They learn to use their motor, sensory and expression possibilities.

Students make progress in acquiring habits and attitudes related to security, hygiene and improving one’s health by appreciating and enjoying daily situations of balance and emotional well-being.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the body, the senses etc. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Make a fitness poster and a silly creature).Teaching literacy (Understand and talk about a picture story).Maths (Count to 8, How many (legs)?)Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: wash your hands).


Unit 7 – Time to Eat!

TOPICFood.

1. OBJECTIVES To learn food vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure Do you like (pasta)? / Yes, I

do. / No, I don’t. To review the language structures I like / I don’t like (cookies). To recognize sound-symbol correspondences: w /w/, y /y/. To recognize and produce the sounds that w and y stand for at the beginning of

words. To recognize the letters w and y. To review colours and numbers. To learn how to count to 9. To learn the value of eating properly. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: apples, bread, chicken, cookies, pasta, salad; number 9.TPR: clap, hold hands high, kick, place hands on heart, point to tummy, rub tummy, show (3) fingers, stamp, stretch arms, thumbs-up, touch a knee, wiggle hands, write (letters) in the airReview: colours; food; numbers 1-8

2.2 Communicative Structures Do you like (pasta)? / Yes, I do. / No, I don’t.Review: I like / I don’t like (cookies).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial w/w/ and y/y/. Recognize the letters wand y.

2.4 Songs and Chants I Love Pasta. W Sounds Like Wuh Chant and Y Sounds Like Yuh Chant. Count to 9 Chant. Time to Eat Chant.

2.5 Story“Aunt Ann’s Kitchen”


2.6 Cross-curricular ConnectionsArtDraw and colourScienceMake a poster about dairy productsTeaching literacyUnderstand and talk about a story.Writing skills: directionality and letter-writing (w,y).

MathsCount to 9.Music and movementSing, chant and move to music.ValuesLearn the value of eating properly.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Share What You Know. Pass the ball. Working in the book: Introduce vocabulary with the Flashcards and repeat the

words (food vocabulary). Listen and sing the song “I Love Pasta” and move, doing the actions (PB p. 58).

Consolidating activities: Like, Don’t Like or Love?. Karaoke.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “ I Love Pasta”. Pass the Flashcards. Working in the book: Listen to the audio and tick the pictures as they hear the

words (Food vocabulary) (PB p. 59). Consolidating activities: Flashcard Concentration. Patterns. Activity Book, page

46.Lesson 3 (Story) Getting ready: Guess What I’ve got to practise the structure. Working in the book: Look and listen to the story (“Aunt Ann’s Kitchen”). Act it

out. Present and practise a new language structure: Do you like (pasta)? / Yes, I do. / No, I don’t. Listen to the intonation (PB p.60-61).

Consolidating activities: Act It Out. Do a Survey. Make a Home Connection. Activity Book page 47.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity with the flashcards. Working in the book: Listen and circle the happy face if Lilly likes the food and

the sad face if she doesn’t focusing on the speech bubble: Do you like apples? (PB p. 62).

Consolidating activities: Visual Cues. Play Restaurant. Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Hop to Food with the Flashcards. Prepare for the activity. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue asking and answering yes or no if they like the food in the picture: Do you like apples?, No, I don’t. (PB p. 63).

Consolidating activities: Silly Pick and Ask. Focus on Pronunciation. Go to PB p. 96 and T96 (Phonics) for the presentation and work on the /w/ and /y/ sounds and letters. Activity Book page 63.


Lesson 6 (CLIC: count 1-9) Getting ready: Introduce number 9. Get in Order. Working in the book: Listen to and say a chant (Count to 9 Chant). Count the

cookies in a picture and draw a line to match the right plate with the number. (PB p. 64).

Consolidating activities: Let’s Go Shopping. Activity Book page 50.Lesson 7 (A values lesson) Getting ready: Values review. Introduce eating properly. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Time to Eat Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 65).

Consolidating activities: Act It Out. What Am I Going to Eat Next?. Activity Book page 51.

Lesson 8 (Review/Assessment). Getting ready: Choose the Winning Song or Chant. Play a review game. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. Use the Reward Sticker (PB p. 67). Science Project: Healthy-Foods Poster. Consolidating activities: Food Treasure. Activity Book page 53.


learning about. Active Teach. Activity Book, p. 46-53 Games Consolidating activities in each unit, TB. Extra Practice: PB page 97 and T97.


5.1 Self-knowledge and Personal Autonomy Learning to identify and express feelings, as well as tastes and preferences

(related with food, for instance), fosters a good knowledge of themselves and their own features.

Children make progress in acquiring healthy habits and attitudes, thus appreciating and enjoying daily situations of balance and emotional well-being. Healthy eating habits are also encouraged by focusing on the fruit on the picnic and on the birthday party table).




5.2 Physical, Natural, Social and Cultural Realms Through the topic of food, children gradually internalize social behaviour norms

and adapt their conduct to them. They learn norms related to eating and sharing an eating space with other kids as well. They also observe and recognize some signs of cultural identity related to eating habits.


Art (Draw and colour; make a poster about dairy products).Science (Make a healthy foods poster).Teaching literacy (Understand and talk about a story)Maths (Count to 9)Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Eat properly)






Unit 8 – On the Farm

TOPICAnimals.

1. OBJECTIVES To learn farm animal vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure Can you see the (horse)? /

Yes, I can. / No, I can’t. To recognize sound-symbol correspondences: d /d/, g /g/ To recognize and produce the sounds that d and g stand for at the beginning of

the words. To recognize the letters d and g. To review colours and numbers. To learn how to count to 10 To learn the value of doing chores. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: cow, duck, goat, hen, horse, sheep; number 10.TPR: clap, flap arms, kick, leap, make horns, prance, question actions, show (3)

fingers, stamp, stretch arms, talk without hands, thumbs up, touch a knee, wiggle hand, write (letters) in the air.

Review: cat, dog, doll, grass, turtle; numbers 1-9.

2.2 Communicative Structures Can you see the (horse)? / Yes, I can. / No, I can’t.

2.3 Phonics Practise recognizing sound-symbol correspondences: initial d /d/, g /g/ Recognize the letters d and g.

2.4 Songs and Chants A Cow says Moo. D Sounds Like Duh Chant and G Sounds Like Guh Chant. Count to 10 Chant. Do Your Chores Chant.

2.5 Story“The Farm”


2.6 Cross-curricular ConnectionsArtDraw animal scenes. Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (d,g).MathsCount legs, count to 10, guess how many. Music and movementSing, chant and move to music.ScienceMake a chart about what animals eat.ValuesLearn the value of working hard.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Look at the Map Poster. Share What You Know. Working in the book: Introduce vocabulary with the Flashcards and repeat the

words (Farm animals). Listen and sing the song “A Cow Says Moo” and move, doing the actions (PB p. 68).

Consolidating activities: Guessing Game. Karaoke.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “ A Cow Says Moo”. How many legs?. Working in the book: Listen to the audio and tick the pictures as they hear the

words (animals) (PB p. 69). Consolidating activities: Find the Duck. Chain Game. Activity Book, page 54.Lesson 3 (Story) Getting ready: I See You!. Introduce the story. Working in the book: Look and listen to the story (“The Farm”). Act it out.

Present and practise a new language structure: Can you see the (horse)? / Yes, I can. / No, I can’t. Listen to the intonation (PB p.70-71).

Consolidating activities: Act It Out. Extension Role-Play. Activity Book page 55.Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity with the flashcards. Working in the book: Read the speech bubbles. Listen and tick the animals Lilly

can see. Practise the new structure Can you see a goat? / Yes, I can. / No, I can’t. Review dog. (PB p. 72).

Consolidating activities: Draw and ask. Let’s Move!.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Silly Card Game. Peek-a-Boo Cards. Working in the book: Focusing on the speech bubbles on the page (Can you see

a horse?, No I can’t), ask and answer the same questions searching for the animals and making a circle around the right ones. (PB p. 73).

Consolidating activities: Pass the Ball. Focus on Pronunciation. Go to PB p. 98 and T98 (Phonics) for the presentation and work on the /d/ and /g/ sounds and letters. Activity Book page 56 and 57.

Lesson 6 (CLIC: Count items 1-10). Getting ready: Introduce the number 10. 1,2,3,…9 Hop!. Working in the book: Listen to and say a chant (Count to 10 Chant). Count and

match, drawing a line from the numbers to the animals (PB p. 74). Consolidating activities: How Many? Bag Part 1 and 2. Activity Book page 58.


Lesson 7 (A values lesson) Getting ready: Review the Chant. Introduce doing chores. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Do Your Chores Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 75).

Consolidating activities: Act It Out. What Do I Say?. Activity Book page 59.Lesson 8 (Review/Assessment). Getting ready: Sing and Move. Flashcard Memory Game. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. Use the Reward Sticker (PB p. 84). Science Project: Poster about what animals eat. Consolidating activities: Imaginary Walk. Activity Book page 66.


learning about. Active Teach. Activity Book, p. 54-59. Games. Consolidating activities in each unit, TB. Extra Practice: PB page 99 and T99.


5.1 Self-knowledge and Personal Autonomy In this unit and throughout the whole school year, children develop attitudes

and abilities that gradually build their own identity. They also make progress in acquiring habits and attitudes related to improving

their health, such as, for instance, becoming more interested in outdoor activities, contact with animals and nature.



5.2 Physical, Natural, Social and Cultural Realms This unit deals with the farm, which is part of the children’s environment. They

learn about it and about how to react depending on the situation. They also learn the basic elements of nature, thus developing awareness,

respect and responsibility regarding its preservation. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Draw animal scenes).Teaching literacy (Understand and talk about a picture story).Maths (Count legs, count to 10, guess how many).Music and movement (Sing, chant and move to music).Science (Make a chart about what animals eat).

A values lesson guides young children to think about themselves and how they interact with others (Values: do your chores).


5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Listen to intonation. Use short, simple answers to questions. Understand a new language structure. Follow a picture story (Artistic language). Make predictions using pictures. Sing songs and chants with TPR (Artistic language). Join in games and interact. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.







Unit 9 – The weatherTOPICThe weather

1. OBJECTIVES To learn weather vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the language structure How’s the weather? / It’s (windy). To review the sounds that the letters b, d, g, l, k, p, and t stand for in words. To review colours, numbers, and shapes. To learn the value of dressing for the weather. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: Cold, hot, rainy, snowy, sunny, and windy.TPR: Clap, fan yourself, flap arms, pretend to fly kite, pretend to hold an umbrella,

shiver and hug self, trace shapes (rectangles) in the airReview: Bike, kite, lamp, tree; numbers 1-10; colours; shapes

2.2 Communicative Structures How’s the weather? / It’s (windy).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial b/b/, d /d/, g /g/,

l /l/, k /k/, p /p/, t /t/. Recognize the letters b, d, g, l, k, p and s.

2.4 Songs and Chants How’s the Weather Today? Letter and Sounds Review Chant. Numbers Review Chant. It’s Cold Outside Chant.

2.5 Story“A Funny Day”


2.6 Cross-curricular ConnectionsArtDraw your favourite kind of weather. ScienceMake a class weather chart.Teaching literacyUnderstand and talk about a picture story.MathsReview numbers and shapes, count to ten, make snowflakes with shapes.Music and movementSing, chant and move to music.ValuesLearn the value of dressing properly.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Introduce the weather. Create a weather Chart on a poster

board. Working in the book: Introduce vocabulary with the Flashcards and repeat the

words (weather vocabulary). Listen and sing the song “How’s the Weather Today?. Move doing the actions (PB p. 76).

Consolidating activities: Respond with TPR. Make a Home Connection.Lesson 2 (Vocabulary: To practise new vocabulary words) Getting Ready: Review the song “How’s the Weather Today?”. Thumbs-Up or

Thumbs-Down. Working in the book: Listen to the audio and tick the pictures as they hear the

words (PB p. 77). Consolidating activities: TPR March. Favourite Weather Artwork. Activity Book,

page 60.Lesson 3 (Story) Getting ready: Hot Potato to review the TPR actions that go with each weather

word. Introduce the story. Working in the book: Look and listen to the story (“A Funny Day?”). Act it out.

Present and practise a new language structure: How’s the weather? / It’s (windy). Listen to the intonation (PB p.78-79).

Consolidating activities: Act It Out. Extension Role-Play. Activity Book page 61.Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Play Noughts and crosses with the class. Working in the book: Listen and circle the picture that show what the weather is

like. Practise the new structure How’s the weather? / It’s (windy(PB p. 80). Consolidating activities: Hot and Cold game. Clap, Clap, Hop.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Common Colour. Race Together. Working in the book: children colour the frames and then focusing on the

speech bubbles on the page, practise the dialogue (How’s the weather?/It’s rainy) asking and answering the question (PB p. 81).

Consolidating activities: Colour Review. Focus on Pronunciation. Go to PB p.100 and T100 (Phonics) for a review of the sounds and symbols. Activity Book page 62.

Lesson 6 (CLIC: to review numbers 1-10 and shapes) Getting ready: Musical Shapes. Race to Order. Working in the book: Listen to and say a chant (Numbers Review Chant). Trace

the numbers on top of the page. Draw lines to match how many shapes are in each cloud with the correct number (PB p. 82).

Consolidating activities: Shapes and Numbers Review. Activity Book page 64.

Lesson 7 (A values lesson)


Getting ready: Review the song “How’s the weather Today?. Introduce dressing for the weather.

Working in the book: Listen and repeat a dialogue. Listen to and sing the chant (It’s Cold Outside Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 83).

Consolidating activities: Act It Out. Values review. Activity Book page 65.Lesson 8 (Review/Assessment). Getting ready: Review the songs and chants by playing them. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures that answer the question. Use the Reward Sticker (PB p. 85). Maths Project: Make a Snowflake. Consolidating activities: Freeze Dance. Activity Book page 67.


learning about. Active Teach. Activity Book, p. 60-66 Games Consolidating activities in each unit, TB. Extra Practice: BP page 101 and T101.


5.1 Self-knowledge and Personal Autonomy Through clothes and costumes (because of the weather) children acknowledge

their body scheme and acquire more control over their body, thus being more confident on its possibilities and having more respect for the others.



5.2 Physical, Natural, Social and Cultural Realms The topic in this unit is connected with the children’s environment. They have

to observe changes on the weather and are encouraged to pay attention to them.


Art (Draw your favourite kind of weather).Science (make a class weather chart).Teaching literacy (Understand and talk about a picture story).Maths (Review numbers and shapes, count to ten, make snowflakes with shapes)Music and movement (Sing, chant and move to music)

A values lesson guides young children to think about themselves and how they interact with others (Values: Dress for the weather).


5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognize intonation. Use short, simple answers to questions. Understand a new language structure. Follow a picture story (Artistic language). Make predictions using pictures. Sing songs and chants with TPR (Artistic language). Join in games and interact. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.







PROGRAMACION WELL DONE - Microsoftpearsonespana.blob.core.windows.net/books/My Little... · Web...

Documents

Transcript of PROGRAMACION WELL DONE - Microsoftpearsonespana.blob.core.windows.net/books/My Little... · Web...